Disability and inclusion: From labeling deviance to social valuing

Educational Theory

Volumn 52, Issue 4, 2002, Pages 463-477

  Fitch, E Frank ^a  

^a MIAMI UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33746854172     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2002.00463.x     Document Type: Article

References (52)

1. Robert A. Scott, The Making of Blind Men (New York: Russell Sage Foundation, 1969), 119.
2. Herbert Lovett, Learning to Listen: Positive Approaches and People with Difficult Behavior (Baltimore: Paul H. Brookes, 1996), 357.
3. Douglas Baynton, "Disability and the Justification of Inequality in American History," The New Disability History: American Perspectives, ed. Paul K. Longmore and Lauri Umansky (New York: New York University Press, 2001), 52.
4. Colin Sumner, The Sociology of Deviance: An Obituary (Buckingham, England: Open University Press), Sumner defined "social censure" (as opposed to deviance) as "negative ideological formation." Contrary to its original meaning, the term "deviance" has come to indicate inferiority as well as difference. Social censure implies a struggle over collective images - a matter of hegemonic contestation.1994.
5. Frank Fitch, "Special Education and Social Censure: A Case Study of an Inclusion Program" (Ph.D. diss., Miami University). I develop social censure theory and use it as an interpretive perspective in this qualitative case study.1999.
6. Ellen Brantlinger, "Using Ideology: Cases of Non-recognition of the Politics of Research and Practice in Special Education," Review of Educational Research 67, For a definition of traditionalist discourse in special education. no. 4 (1997): 424-59.
7. Nancy Fraser, Justice Interruptus: Reflections on the "Postsocialist" Condition (New York: Routledge). This book will be cited as JI in the text for all subsequent references. Also see1997.
8. Kathleen Knight Abowitz, "Charter Schooling and Social Justice," Educational Theory 51, no. 2 (Spring 2001): 151-70.
9. Cornel West, "Prophetic Pragmatism" In Pragmatism: A Reader, ed. Louis Menaid (New York: Vintage Books, 1997), 408-9.
10. Marten Soder, "Disability as a Social Construct: The Labeling Approach Revisited," In Policies for Diversity in Education, ed. Tony Booth, Will Swann, Mary Masterson, Patricia Potts (New York: Routledge, 1992), 246-60.
11. Donald L. MacMillan, Gregory F. Aloia, and Reginald Jones, "The Mentally Retarded Label: A Theoretical Analysis and Reyiew of Research," American Journal of Mental Deficiency 79, no. 3 (1974): 241-61.
12. Daniel P. Hallihan and James M. Kauffman, "Toward a Culture of Disability: In the Aftermath of Denno and Dunn," The Journal of Special Education 27, no. 4 (1989): 505.
13. Barry Troyna and Carol Vincent, "The Ideology of Expcrtism: The Framing of Special Education and Radical Equality Policies in the Local State," In Disability and the Dilemmas of Education and Justice, ed. Carol Christensen and Fazal Rizvi (Philadelphia: Open University Press, 1995), 131-44.
14. Harold Burbach, "The Labeling Process: A Sociological Analysis," In Handbook of Special Education. ed. James M. Kauffman and Daniel P. Hallahan (Englewood Cliffs, N.J.: Prentice-Hall, 1981), 374.
15. MacMillan, Aloia, and Jones, "The Mentally Retarded Label," 241-61.
16. This is an example of Nancy Fraser's concept of the "recognition/redistribution dilemma."Justice Interruptus, 13.
17. Roger Slee, "Disability, Class and Poverty: Schools Structures and Policing Identities," In Disability and the Dilemmas of Justice, ed. Christensen and Rizvi, 98.
18. R. H. Brown, "Cultural Representation and Ideological Domination," Social Forces 71, no. 3 (1993): 558.
19. Edwin Lemert, Human Deviance, Social Problems, and Social Control (Englewood Cliffs, N.J.: Prentice-Hall, 1967).
20. Pierre Bourdicu, Distinction: A Social Critique of the Judgment of Taste (Cambridge: Harvard University Press, 1984).
21. Lemert, Human Deviance. Social Problems, and Social Control, 3.
22. Ben-Yehuda Nachman, The Politics and Morality of Deviance: Moral Panics, Drug Abuse, Deviant Science, and Reversed Stigmatization (Albany: State University of New York Press, 1990).
23. Kachryn Fox, "The Margins of Underdog Sociology: Implications for the West Coast AIDS Project," Social Problems 43, no. 4 (1996): 363.
24. Erving Goffman, Stigma: Notes on the Management of Spoiled Identity (Englewood Cliffs, N.J.: Prentice-Hail, 1963).
25. Colin Sumner, The Sociology of Deviance, 206.
26. Marten Soder, "Disability as a Social Construct," 246.
27. Richard A. Quantz, "On Critical Ethnography (with some Postmodern Considerations)," in The Handbook of Qualitative Research in Education, ed. Margaret D. LeCompte, Wendy L. Millroy, and Judith Preissle (Boston: Academic Press, 1992).
28. Michael Foucault, Discipline and Punish: The Birth of the Prison, trans. Sheridan Smith (New York: Vintage/Random House, 1977), 27.
29. Robert Bogdan and Steven Taylor, "The Social Construction of Humanness," in Interpreting Disability: A Qualitative Reader, ed. Phillip Ferguson et al. (New York: Teachers' College Press, 1992), 275-94.
30. Jürgen Hahermas, The Philosophical Discourse of Modernity (Cambridge: MIT Press, 1992), 284.
31. Michael Warner et al., "Critical Multiculturalism,"Critical Inquiry (Spring 1992): 531.
32. Linda Ware, "Sunflowers, Enchantment, and Empires: Reflections on Inclusive Education in the United States," in Inclusive Education: Policy, Contexts, and Comparative Perspectives, cd. Felicity Armstrong, Derrick Armstrong, Len Barton, and David Fulton (London: Ltd. Publishers, 2000), 44.
33. Christine E. Slecter and Carl A. Grant, Making Choices for Multicultural Education: Five Approaches to Race, Class, and Gender (Upper Saddle River, N.J.: Merrill, 1999), 76.
34. Peter McLaren, "White Terror and Oppositional Agency," in Foundational Perspective in Multicultural Education, ed. Eduardo Manuel Duartc and Stacy Smith (New York: Longman, 2000).
35. Duarte and Smith Foundational Perspectives in Multicultural Education, 5.
36. Henry Giroux, "Insurgent Multiculturalism and the Promise of Pedagogy," In Foundational Perspectives in Multicultural Education, ed. Duarte and Smith, 210.
37. Ware, "Sunflowers, Enchantment, and Empires," in Inclusive Education, ed. Armstrong et al., 44.
38. Baynton, "Disahility and the Justification of Inequality in American History," 52.
39. Carol Christensen, "Disabled, Handicapped, or Disordered: What's in a Name?" in Disability and the Dilemmas of Justice, ed. Christensen and Rizvi, 63-64.
40. Gcnee marks, "Coming out as gendered adults: gender, sexuality, and disability," In disability and the dilemmas of justice, ed. Christensen and rizvi, 119-30. Also see simi linton, claiming disability: knowledge and identity (new york: new york university press, 1998).
41. Linton, Claiming Disability, 1.
42. Miriam Corker, "New Disability Discourse, the Principle of Optimization and Social Change," In Disability Discourse: Disability. Human Rights, and Society, ed. Miriam Corker and Sally French (Buckingham, England: Open Press, 1999).
43. Susan Peters, "Transforming Disability Identity through Critical Literacy and the Cultural Politics of Language," In Disability Discourse, ed. Corker and French, 104. As Paulo Freire defines it, conscientization involves belief in human agency, putting oppressed people at the center as active agents of social change.
44. McLaren, "White Terror and Oppositional Agency," 33.
45. Rose Marie Garland Thompson, "Integrating Disability Studies into the Existing Curriculum: The Example of Women and Literature at Howard University," The Disability Studies Reader, ed, Lennard J. Davis (New York: Routledge, 1997), 297.
46. Sleeter and Grant, Making Choices for Multicultural Education, 188.
47. McLaren, "White Terror and Oppositional Agency," 223.
48. Evelyn Deno, "Educating Children with Emotional, Learning, and Behavioral Problems" (National Support Systems Project, College of Education, University of Minnesota, 1978), 39.
49. Susan Stainback, William Stainback, and Marsha Forest, Educating All Students in the Mainstream of Regular Education (Baltimore: RH. Brookes Publishing, 1989), 335-74.
50. Jim Thomas, Doing Critical Ethnography (Newberry Park, Calif.: Sage Publications, 1993).
51. Henry Giroux and Peter McLaren, "Teacher Education and the Politics of Democratic Reform," In Teachers as Intellectuals: Toward a Critical Pedagogy of Learning, ed. Paulo Freire and Henry A. Giroux (South Hadley, Mass.: Bergin and Garvey, 1988), 204.
52. Richard Rorty, "Feminism and Pragmatism," In Pragmatism: A Contemporary Reader, ed. Russell Goodman (New York: Routledge, 1995), 129.